This paper is a reflective paper—an attempt by the researcher to explore, explain, and understand the workings and benefits of the case study method from the perspective of a learner. The researcher opens with a discussion of up the issue discussing the case study method as a learning and teaching medium in applied disciplines, by providing her own learning experience in her graduate communication class. She further supports her perspective with suitable theory.
Tag: Volume 6 (2011)
Internationalizing General Education from Within: Raising the Visibility of Heritage Language Students’ in the Classroom
This article analyzes the findings of a pilot project conducted in 2008–2009 as a partnership between University Studies, Portland State University’s interdisciplinary general education program, and the University’s Russian Flagship Language Partner Program. The project proposes a new approach of integrating non-English speakers’ language skills, culture, and life experiences into classroom activities of general education courses. By engaging the students as facilitators in the exploration of their own cultures and languages, the project offers a model of enriching collaborative student teaching and learning that could be applied to various interdisciplinary courses.
Transforming the Transcript to Reflect the Whole Scholar: Legitimizing Pedagogical Training for Graduate Student Instructors
Although universities acknowledge that teacher training is critical for ensuring quality undergraduate education, research has repeatedly demonstrated that universities typically do an inadequate job of preparing graduate students for their instructor role. In this paper, we show that both graduate students and universities find the pedagogical development of graduate students to be a valid endeavor, and while graduate students strive to legitimize their own pedagogical development, universities must more fully and officially engage in the process. We conclude with a short list of recommendations for universities to consider toward the goal of legitimizing graduate student pedagogical development.
Reflections from an Adjunct: How the Scholarship of Teaching and Learning Empowers the Part-Time Instructor
In this reflective piece, an adjunct instructor narrates her experience with institutional efforts to encourage faculty to become better instructors through exposure to and engagement in the Scholarship of Teaching and Learning (SoTL). Institutions of higher education can find it difficult to draw faculty out of their instructional status quo. Of particular concern are part-time instructors who, typically less connected to the institution than full-time professors, may struggle to find the resources to improve instruction, even if such resources are desired. As a case in point, this piece demonstrates that early, consistent, persistent, quality exposure to SoTL, combined with individual commitment, does yield concrete improvement in teaching and learning.
Incivility Beyond the Classroom Walls
Classroom incivility has become a major concern in higher education. Faculty and students frequently interact outside of class, and the lack of civility in those interactions can influence the relationship between students and faculty and impact classroom dynamics. Based on a survey of faculty at a Midwestern public university, this study reports that faculty experience a fair amount of moderately inappropriate student behavior outside the classroom, including missing scheduled appointments, wearing revealing clothing, and requesting a grade change. These results can help faculty and administrators guide students toward more appropriate behavior and create better relationships between faculty and students.
Putting Business Students in the Shoes of an Executive: An Applied Learning Approach to Developing Decision Making Skills
Students often struggle with how to translate textbook concepts into real-world applications that allow them to personally experience the importance of these concepts. This is an ongoing challenge within all disciplines in higher education. To address this, faculty design their courses using methods beyond traditional classroom lectures to facilitate and reinforce student learning. The authors believe that students who are given hands-on problem-solving opportunities are more likely to retain such knowledge and apply it outside the classroom, in the workplace, volunteer activities, and other personal pursuits. In an attempt to engage students and provide them with meaningful opportunities to apply course concepts, the authors have initiated a number of experiential learning methods in the classroom. Since fall of 2008, elements of problem-based learning were integrated in the authors’ business courses. Specifically, real-world consulting projects were introduced into their classrooms. This paper focuses on the authors’ experiences implementing problem-based learning processes and practical project assignments that actively engage students in the learning process. The experiences and the feedback gathered from students and executives who participated in the “real-world” project are reported in this paper.